Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Ähnlich wie Phd for sxsw
Ähnlich wie Phd for sxsw (20)
Phd for sxsw
- 1. “Identity in the Making” in an adolescent new media Maker experience: The role of interest, figured worlds and use of authentic tools and practices Jennifer Wyld 2 June 2015
- 2. Why Make?
- 3. STEM Interests Over Time 1 2 3 4 5 5th grade 6th grade 7th grade 8th grade Earth/space science Human biology Technology/engineering Like a lot Dislike a lot Neither Like a little Dislike a little Source: SYNERGIES data Make may play a role in the development of STEM interests, identity development and in the case of new media, transform youths’ relationships to and with technology
- 4. Why Gaming?
- 5. Physical access to technology is becoming less of an issue New technology gap for youth and families in under- resourced communities is around opportunities to build technological literacy and computational thinking As well as help youth become empowered producers of technology New Media Literacy
- 6. Hidi & Renninger’s Four Phases of Interest Development Ito et al.’s Genres of Participation Place-Centered Lens Figured Worlds Theoretical Framework
- 7. Personal Context Physical Context Socio-Cultural Context 4 Phases of interest dev. Genres of Participation Place Centered Lens Figured Worlds
- 8. Overall question: Is there evidence that a 9- week Make program for youth in an under-resourced community contributed to their STEM interest development, STEM identity exploration, and understanding of technology and technology careers? Research Questions
- 9. In what ways did participating in the program contribute to youths’ interest in STEM, particularly technology? STEM interest questionnaire PMM artifacts and interviews Observations Findings
- 10. In what ways did participating in this program contribute to youths’ understanding about technology and technology careers? PMM artifacts and interviews Weekly observations
- 11. In what ways did participating in this program contribute to youths’ understanding about technology and technology careers? PMM artifacts and interviews Weekly observations
- 12. Focused on observing the social and active qualities of individual engagement with media Emphasizes participation, as opposed to consumption or internalization; presupposing an active role for the youth Considers whether participation is friendship-driven or interest- driven Describes different modes of participation, rather than categories of individuals Creating a setting in which youth could try on identities and ‘Figure out” their relationship to and with technology Genres of Participation & Figured Worlds
- 13. Strand 1: Experience excitement, interest, and motivation to learn about phenomena in the natural and physical world Strand 3: Manipulate, test, explore, predict, question, observe, and make sense of the natural and physical world Implications
- 14. Strand 5: Participate in scientific activities and learning practices with others, using scientific language and tools Strand 6: Think about themselves as science learners and develop an identity as someone who knows about, uses, and sometimes contributes to science
- 15. Identity in the Making & Interest exploration Authentic practices & tools Figured Worlds& Increased social capital around technology A Space for Identity in the Making Youth Makers
- 16. The Pixel Arts new media Maker experience, a space that provided authentic tools and practices for game design, was a place for making more than just games- it was a space for identity in the Making. Conclusion
- 17. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass.: MIT Press. Ito, M., Horst, H., Bittani, M., boyd, d., Herr-Stephenson, B. , Lange, P., … Tripp, L. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. Chicago: John D. and Catherine T. MacArthur Foundation. Itō, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson, B., … Yardi, S. (2013). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press. National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Thomas, D., & Seely Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace. Worsley, M. & Blikstein, P. (2012). A framework for characterizing changes in student identity during constructionist learning activities. Paper presented at Constructionism 2012, Athens, Greece. References
Hinweis der Redaktion
- Introduction Hello, my name is… This is the final presentation of my doctoral research, entitled… Thank you all for coming and thank you especially to my committee… Overview of dissertation and presentation organization Study overview Interest, often defined as a heightened emotional state of engagement, as well as a predisposition to reengage with a particular object, event, or topic (Hidi & Renninger, 2006), is a critical factor driving long-term engagement with science... Adolescence is an important time in interest development, particularly with STEM topics, as many youth show a decline in interest over the middle school years However, some research shows that different learning environments encourage youth to maintain their STEM interests, so the decline is not inevitable - Two housekeeping points- I did get written permission for using photos of the youth in this study, and the youth chose their own pseudonyms for my research, often giving me names that they use when creating accounts for games or other on-line activities, or that were meaningful to them from popular culture- or both
- Make experiences are collaborative, hands-on, interest driven, iterative, focus on process, sharing of interests, skills, and tools
- - Early adolescence is a rich time for youth to explore their interests, identities, and understanding of topics that are relevant to them. This is particularly important for STEM (science, technology, engineering, and math) topics. - Interest is critical for persistence with a topic and impacts an individual’s efforts to understand a topic as well as their identity development.
- Gaming has been named by individuals in the field as a trigger for their interest in computer programming Games are engaging and offer opportunities for modding and personalization (editing and design) Participation in gaming communities- screen shots, storytelling to extend the game, machinima- creating video clips using IT tools
- The real issue is becoming whether we can help youth become empowered producers, versus consumers of technology.
- Hidi & Renninger: The four-phase model of interest development provides a detailed definition of interest and a framework for understanding how interest is initially sparked and then evolves over time, from triggered situational to maintained situational, to emerging individual to well-developed individual interest. Ito et al.: a way to see identity being enacted: hanging out, messing around, geeking out- Place Centered: learning happens somewhere, within and across specific places. These places are composed of the physical features of the space/environment as well as the materials that are available and the activities that can happen there. The use of authentic tools to accomplish a challenge or complete a task such as those that experts engage in can be viewed as a form of “intelligent human performance in its own right” (Hutchins, 1995). Figured Worlds: a framework that identifies particular sites in which people ‘‘figure’’ out who they are through the activities in which they engage and the people with whom they interact, enables me to understand how socio-cultural contexts shape and offer opportunities to try on various identities and practices relevant to the setting. Overall, I used the contextual model of learning to organize my research, as I believe that the contexts of learning, personal, physical, and socio-cultural all play an important role, and the frameworks I used match with these
- Overall, I used the contextual model of learning to organize my research, as I believe that the contexts of learning, personal, physical, and socio-cultural all play an important role, and the frameworks I used match with these
- More specifically, did a 9-week, web-based game design program offer youth opportunities to Develop or further develop/maintain interest in STEM generally, and technology, in particular how and in what ways did participating in the program contribute to youths’ interest in STEM generally, and technology, in particular? How and in what ways did participating in this program contribute to youths’ identities as STEM learners in general, and technology users/game designers, in particular? -How and in what ways did participating in this program contribute to youths’ understanding and awareness of technology and technology careers?
- I will highlight 3 youth as examples of the three different genres of participation- hanging out, messing around, and geeking out
- From the National Research Council (2009) report that featured six interweaving strands that describe goals and practices of science learning settings 1- awesome, want to learn and share, 50% signed up again, playful behavior, “come see this!” 3- mini-lessons then explore- when beepbox- silent…, minimal directions so much exploration, culture of sharing and asking for help
- 5- used real tools that professionals and hobbyists use, encouraged to create in teams, as “real” gamers do, learned soft skills for this- check ins, planning, tasks… used language for elements of games and programs (looping, variables, x/y planes) 6- shift in pronoun use, shared with others- skills and knowledge, contributed in whole group lessons, helped beyond boundaries of teams
- Gaming is an activity that can increase individuals’ comfort and competence with technology and the practices of modding and customizing within existing games is cited by many men in technology fields as a “trigger” for their recreational and professional pursuits with technology. How much more powerful is the action of creating a game? As one youth stated in her second interview “I learned about stuff I could do that I didn’t know I could do”. For the youth learning to create computer games was an empowering act, giving them skills and tools to make games, an important part of peer culture, and re-Make themselves, as youth who identified more strongly with technology
- This 9-week, new media Maker experience offered youth a space to broaden and deepen their interests, explore their identities, and construct new understandings about technology and technology careers, and their relationship to it. The Pixel Arts new media Maker experience, a space that provided authentic tools and practices for game design was a place for making more than just games- it was a space for identity in the Making.